另类教育环境下普遍行为支持的适应

IF 1.4 4区 教育学 Q3 EDUCATION, SPECIAL Journal of Special Education Pub Date : 2022-12-10 DOI:10.1177/00224669221140568
Marlena L. Minkos, Emily L. Winter, Sierra M. Trudel
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引用次数: 1

摘要

替代教育(AE)的设置支持学生显著的社会情感和行为需求。这样的设置通常实施个性化的编程;然而,这对人力资源和培训提出了挑战。应用系统来处理全校范围内的行为可以简化培训,增加人员配置的灵活性,减少危机应对程序的使用。这个为期2年的描述性案例研究提供了一个在AE环境下基于积极行为干预和支持(PBIS)框架的普遍行为支持的实施示例。在研究过程中,观察到工作人员使用约束和隔离程序的情况有所减少。此外,员工对该框架的看法是有利的。介绍了实施步骤,以及在2019冠状病毒病大流行背景下,为满足异质学生群体的需求,对框架进行了区分。
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Adaptation of Universal Behavioral Supports Within an Alternative Education Setting
Alternative education (AE) settings support students with significant social–emotional and behavioral needs. Such settings often implement individualized programming; however, this presents challenges with staffing resources and training. Application of systems to address behavior on a schoolwide level could simplify training, increase staffing flexibility, and decrease use of crisis response procedures. This 2-year, descriptive case study provides an implementation example of universal behavioral supports based on a Positive Behavioral Interventions and Supports (PBIS) framework within an AE setting. Over the course of the study, a reduction in staff use of restraint and seclusion procedures was observed. Additionally, staff perceived the framework favorably. Implementation steps are described, along with differentiation of the framework to meet the needs of a heterogeneous student population within the context of the COVID-19 pandemic.
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来源期刊
Journal of Special Education
Journal of Special Education EDUCATION, SPECIAL-
CiteScore
4.30
自引率
0.00%
发文量
14
期刊介绍: The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.
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